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The main objective of this research was to identify and interpret the knowledge about teaching constructed by Biological Science students, in a public institution of higher
education during their first experiences on the apprenticeship and the role of this knowledge on a identification with the teaching profession. To conduct this research, a qualitative and naturalistic one, it was selected six students and used as instruments to get data their field journals, narratives of their Life History and testimonials of each. For analysis of the results we organized a network of references, using the concept of Teacher Knowledges proposed by Tardif (2007), the explanation of dilemmas in the early career, in works of Sadalla (2005) and Zabalza (1994) and the dimension of
subjectivity in process of teaching learning using some references of Psychoanalysis, as Barolli & Villani (2006) and Lacan. From the manifest content analysis of the student at
different times of the stage, we trace a route in its trajectory, which would view the choice and identification with the teaching profession. We Show that the choice is
influenced by family and school contexts, and teachers are one of the major influencers of this choice. The academic knowledges were considered important and essential, but
the apprenticeship was considered the greater knowledge mobilization moment, that could, or couldn t, take them to an identification with the teaching profession. The clash with reality was the main reason why the apprenticeship was considered an outstanding moment for them and also the reason of the first crisis with the professional choice. We
conclude that the students do not build a more permanent identification with the teaching profession at this moment. However, they set some marks in their performances, which will continue throughout your professional life.